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Escolarización temprana, trimestre de nacimiento y rendimiento educativo en primaria

  • Autores: Sara María González Betancor Árbol académico, Alexis J. López-Puig
  • Localización: Revista de educación, ISSN 0034-8082, Nº 369, 2015, págs. 159-183
  • Idioma: varios idiomas
  • Títulos paralelos:
    • Early schooling, quarter of birth and academic achievement in Primary Education
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  • Resumen
    • español

      La literatura reciente de diferentes disciplinas ha experimentado una explosión acerca del efecto a largo plazo de las condiciones en la infancia. Los trabajos internacionales que evidencian la influencia positiva de la escolarización previa a primaria se basan sistemáticamente en alumnado mayor de 3 años de edad. El análisis de la influencia en los resultados académicos posteriores para menores de 3 años es casi inexistente. Por otra parte, las diferencias madurativas al acceder al sistema educativo, por la distancia de hasta un año dentro de cada cohorte de edad, parecen tener igualmente efecto a largo plazo en el resultado educativo. El presente trabajo aporta evidencia para España sobre la influencia de la escolarización temprana ¿entendida como la previa a los 3 años¿ y del trimestre de nacimiento sobre las competencias de los alumnos en cuarto de primaria. Para ello usamos la Evaluación General de Diagnóstico (EGD) realizada en España en el año 2009. Al ser una muestra obtenida de forma jerárquica aplicamos técnicas de regresión multinivel para detectar cómo influyen estos dos factores sobre las cuatro competencias evaluadas en la EGD, controlando por otros factores que pudieran influir sobre el resultado según la literatura. Los resultados indican que la escolarización temprana tiene un efecto estadísticamente significativo y positivo exclusivamente sobre la competencia de comunicación lingüística y sobre la matemática. Este efecto beneficioso es aún mayor para los estudiantes de último trimestre del año, quienes presentan un peor resultado en todas las competencias en comparación con el resto de sus compañeros. Los resultados apuntan a la necesidad de ampliar la escolarización temprana gratuita en España, preferentemente para los de último trimestre del año, así como de establecer planes específicos de apoyo a los estudiantes que hayan tenido escasa escolarización en etapas no obligatorias o que hayan nacido en el último trimestre.

    • English

      Recent works from different disciplines deal with the long-term effects of childhood conditions. International studies that show the positive influence of pre-primary schooling are systematically based on students over 3 years old. The analysis of the influence on later academic outcomes for children under 3 years is almost non-existent. Besides, the maturity differences when entering the education system, because of the one-year difference within each age cohort, also appear to have long-term effects on educational outcomes. The present work provides evidence for Spain on the influence of early childhood education ¿the one given before age 3¿ and the quarter of birth on the competences of students in fourth grade. To do this we use the General Diagnostic Assessment (GDA) held in Spain in 2009. The sample was obtained hierarchically and therefore multilevel regression techniques are applied to detect how these two factors influence the four competences assessed in the GDA, controlling other factors that could influence the outcomes according to the literature. The estimations indicate that early schooling has a statistically significant and positive effect only on linguistic and mathematic competences. This effect is even greater for students born in the fourth quarter of the year, who have worse outcomes in all competences compared to the rest of their peers. The results point to the need of extending free pre-primary education in Spain, preferably for the younger students, and to establish specific plans to support students who have had little schooling in noncompulsory stages or were born in the last quarter of the year.

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